Modern poem

Modernism was set in motion, in one sense, through a series of cultural shocks. Modernism is with the inner self and consciousness. Modern society is perceived as impersonal, capitalist, and antagonistic to the artistic impulse. War most certainly had a great deal of influence on such ways of approaching the world.



1. T. E. Hulme The Embankment


The poet walking in the street of london and he find ecstasy in blithering kind of thing, he remembers his happy days of his past life as he included in his poem 'Flash of gold heels'. The poet suggests the art for life sake  because the modern writers concentrate on the problems of modern society. Poet also pays attention to poor condition of people. Another metaphor 'blanket of the sky'.



2. Joseph Campbell, Darkness



The poem is described in just four lines. Poet is looking at the stars and thinks that the 'The star no longer' it shows the fall of star. Poet indicates 'Darkness' in the sky because the star was passed away.



3. Edward Storer, ‘Image’

The poem tells the loneliness of foresake lovers. 'Moon' as connection between two lovers but, poet says lovers are burning to white moon. If we read this poem our imagination leads towards loneliness and isolation.


4. Ezra Pound, ‘In a station of the Matro

The title shows city life and hasty life style of modern society. Petals on a wet, black bough. Through this lines poet connects nature with modern life. Bough means branch but poet uses 'black bough' it means dead branch of a tree, poet described it ina negative way.


5. H. D. (Hilda Doolittle), ‘The Pool'


   'Pool' through the word any one can imagine about water. Poem begins with the question 'are you alive?', poet is asked about existence. Water is stored in pool, it shows flawlessness. Starfish as metaphor of restless life which is more accurate example of modern life.



6. Richard Aldington, ‘Incouscious'



 IN and out of the dreary trenches,Trudging cheerily under the stars,    I make for myself little poems    Delicate as a flock of doves.     They fly away like white-winged doves.     



   The first metaphor is dreary teachers  means dark hole and trudging cheerily  means a person drag him self empathatically. So, poet shows both side of human life which can be negative and positive. Here poet uses the example of Dove which is flie away from himself.





7. T. S. Eliot,  Morning at the window


The poem draws a picture of morning with the lots of work and poet uses the metaphor and imagery like 'damp souls of housemaids', also shows poverty of modern life with the different examples, muddy skirts, twisted faces.



8. William Carlos Williams, 'The red wheelbarrow'


Wheelbarrow means one type of cart, imagery of nature, village life. The things depends upon wheel which is used to carrying things. Different metaphors like rain, cart white chickens.


9. Wallace Stevens, Anecdote of the Jar




The poem focuses on the Jar, some kind of object. Tennessee  is the state of America, poet tells us that the Jar was upon the hill but, then jar was round upon the ground. So he suggested that how one owned the place, It took dominion everywhere this line tells us that jar was dominion over there.



10. E. E. Cummings, 'I-a


It is very short poem, the first line
suggests the loneliness and solitude, it is
a separation from the world as the poet
uses the correctly metaphor of leaf
which is falls from its branch.


So, here I tries to given my interpretation about these modern poems......

Interaction with Dr. Javed Khan for ELT

Interaction with Dr. Javed Khan for ELT
Department Of English, MKBU has organized guest lectures for students. I have attain three days session of Dr. Javed Khan sir who come from S.P.UNIVERSITY  VALLABHVIDYANAGAR . The whole session organized by Department of English MKBU.In this session we have at most Dr.Javed  Khan for the sessions.





 

   Dr. Javed khan deal with " English Language Teaching " but that I shared my experience. He delicate in his subject came to intereaction with us.

  Dr.Javed Khan sir's nature and his technique for teaching is easy and impressive  for learners, who try to communicate with students and used to share his own experience. The very first thing which he clear that he is not here, for delivering a lectures "Interaction in Class".

   First interaction on the English Language Teaching he talk about the difference between of teaching of English as native land and English as foreign language both should have different needs and ways to learned. After that the classified their is two part in it English Language Teaching .  For primary and higher education and how students level departs in each level of study and procedure.

Javed sir's Teaching style and our experience.

 
   Lastly he gave guidance or ivan say that a wonderful gift in the form of words ."If You choose your teacher who excel in your subject that he make your good future other wise teacher is not good in your subject that he is going to spoil the future of students.

Here is some points which sir teaches us and interact with in the session of ELT.

What is Initiation ? 
Why do we need initiation?
What is English Language Teaching ?






*Various purpose of  English Language Teaching



1) Key concept on ELT Discussed in class :-

TENL - Teaching English an native language
EFL - english as foreign language
ESP - English for specific purpose
ESL -english for second language
EAP -English for academic purpose


From this points he gave concept about function of  English Language Teaching in every field.

2) Core knowledge discussed in class :

English for academic purpose Liz hampir Lyon assessment and evaluation system.
English for literary purpose
Language of drama , novel and poet .
   From this topic sir talked upon  the examination system of India, Which emphasis on only on the reading skill and writing skills and also be says that EAP is focus on teaching English long like other factors like grammar etc.

   At last how it is to be useful for us as students and in exam and life as teacher  ir ay profession or human being ....

 

Javed sir 's 3 days class will also helpful for me in examination.
 Concept of ELT and other things are clear in my mind.
I have learnt so many new things from sir which  .
As a teacher of ELT, I think that one should have proper knowledge of it ,because only one  knowledgeable and well experienced  teacher  taught ELT perfectly.

Learning Experience :Jay Mehta on E. A.Poe's short stories

Learning Experience :Jay Mehta on E. A.Poe's short stories
Recently we had guest lecture of Dr. Jay Mehta Sir. He talk about Edger Allen Poe’s short stories.


Here, I want to share my experience of learning short stories. Dr. Jay Maheta teach us Poe with use of various examples of poems, movies and dialogues. He try to catch the attention of everyone in class.


This four days, He has talked about Poe’s  short stories like…


1) The Tell Tale Heart

“The Tell-Tale Heart” (1843)
Summary
An unnamed narrator opens the story by addressing the reader and claiming that he is nervous but not mad. He says that he is going to tell a story in which he will defend his sanity yet confess to having killed an old man. His motivation was neither passion nor desire for money, but rather a fear of the man’s pale blue eye. Again, he insists that he is not crazy because his cool and measured actions, though criminal, are not those of a madman. Every night, he went to the old man’s apartment and secretly observed the man sleeping. In the morning, he would behave as if everything were normal. After a week of this activity, the narrator decides, somewhat randomly, that the time is right actually to kill the old man.

2) The Black Cat



3) The Fall of the House of Usher
“The Fall of the House of Usher” (1839)
A striking similitude between the brother and the sister now first arrested my attention. . . .
Summary
An unnamed narrator approaches the house of Usher on a “dull, dark, and soundless day.” This house—the estate of his boyhood friend, Roderick Usher—is gloomy and mysterious. The narrator observes that the house seems to have absorbed an evil and diseased atmosphere from the decaying trees and murky ponds around it. He notes that although the house is decaying in places—individual stones are disintegrating, for example—the structure itself is fairly solid. There is only a small crack from the roof to the ground in the front of the building. He has come to the house because his friend Roderick sent him a letter earnestly requesting his company. Roderick wrote that he was feeling physically and emotionally ill, so the narrator is rushing to his assistance. The narrator mentions that the Usher family, though an ancient clan, has never flourished. Only one member of the Usher family has survived from generation to generation, thereby forming a direct line of descent without any outside branches. The Usher family has become so identified with its estate that the peasantry confuses the inhabitants with their home.
The narrator find
4) The Cask of Amontillado

“The Cask of Amontillado” (1846)
“For the love of God, Montresor!”

Summary
The narrator, Montresor, opens the story by stating that he has been irreparably insulted by his acquaintance, Fortunato, and that he seeks revenge. He wants to exact this revenge, however, in a measured way, without placing himself at risk. He decides to use Fortunato’s fondness for wine against him. During the carnival season, Montresor, wearing a mask of black silk, approaches Fortunato. He tells Fortunato that he has acquired something that could pass for Amontillado, a light Spanish sherry. Fortunato (Italian for “fortunate”) wears the multicolored costume of the jester, including a cone cap with bells. Montresor tells Fortunato that if he is too busy, he will ask a man named Luchesi to taste it. Fortunato apparently considers Luchesi a competitor and claims that this man could not tell Amontillado from other types of sherry. Fortunato is anxious to taste the wine and to determine for Montresor whether or not it is truly Amontillado. Fortunato insists that they go to Montresor’s vaults.5) The Purloined Letter


5) The purloined letter
“The Purloined Letter” (1844)
Summary
In a small room in Paris, an unnamed narrator, who also narrates “The Murders in the Rue Morgue,” sits quietly with his friend, C. Auguste Dupin. He ponders the murders in the Rue Morgue, which Dupin solved in that story. Monsieur G——, the prefect of the Paris police, arrives, having decided to consult Dupin again. The prefect presents a case that is almost too simple: a letter has been taken from the royal apartments. The police know who has taken it: the Minister D——, an important government official. According to the prefect, a young lady possessed the letter, which contains information that could harm a powerful individual. When the young lady was first reading the letter, the man whom it concerned came into the royal apartments. Not wanting to arouse his suspicion, she put it down on a table next to her. The sinister Minister D—— then walked in and noted the letter’s contents. Quickly grasping the seriousness of the situation, he produced a letter of his own that resembled the important letter. He left his own letter next to the original one as he began to talk of Parisian affairs. Finally, as he prepared to leave the apartment, he purposely retrieved the lady’s letter in place of his own. Now, the prefect explains, the Minister D—— possesses a great deal of power over the lady.
6) The Gold Bug
The story, set on Sullivan's Island, South Carolina, is often compared with Poe's "tales of ratiocination" as an early form of detective fiction. Poe became aware of the public's interest in secret writing in 1840 and asked readers to challenge his skills as a code-breaker. He took advantage of the popularity of cryptography as he was writing "The Gold-Bug", and the success of the story centers on one such cryptogram. Modern critics have judged the characterization of Legrand's servant Jupiter as racist, especially because of his comical dialect speech.

Poe submitted "The Gold-Bug" as an entry to a writing contest sponsored by the Philadelphia Dollar Newspaper. His story won the grand prize and was published in three installments, beginning in June 1843. The prize also included $100, probably the largest single sum that Poe received for any of his works. "The Gold-Bug" was an instant success and was the most popular and most widely read of Poe's works during his lifetime. It also helped popularize cryptograms and secret writing.


Poe is a famous for his horror, terror, fear, bloodshed, burying lie, macabre and various psychological abnormalities. His works created the new experience and new concept of viewing world. His works based on suspense and create the atmosphere of wonder and reality, Poe is master of ‘Tales of  mystery and imagination’. Two types of short story he writes :


[1]  Tales of horror and terror.

[2]  Tales of ratiocination.




 Characteristics of Poe's Short stories:



(1)Autobiographical elements in his writing

(2)Writer of Diction language
(3) Great creator of suspense
(4) Inner conflict in characterization
(5) Balance in head and heart


            So This session was very helpful for us. I thankful to our HOD Dr. Dilip Barad Sir for inviting Guest lecturer like Dr. Jay Mehta sir.

Review on the guest lecture on Post-Colonial studies Balaji Ranganathan

Review on the guest lecture on Post-Colonial studies.

This Blog is the feedback on Guest lecturer Balaji Ranganathan sir who came from Central University of Gujarat and he taught us about postcolonial studies.
We had three days sessions from 14th to 16th September 2018, on the  postcolonial paper.



                         Postcolonial studies is very hard to understand but Balaji sir taught each and every unit very wonderful and simple way
 I liked the teaching method of Balaji sir and what were the unique ideas/style/concept I learn from the three days.
--------->  I liked his fluency in English language, pronunciation, vocabulary, tone, voice everything was superb.
 make your surrounding English. Balaji sir also talk to us that daily conversation and communication use English language and set your mind to think about English thoughts.


--------->  Method is very important aspect in teaching learning process if method is not  interesting than students get bore.
So, I liked Balaji sir's method, he made an interaction rather than a lecture, because first he ask students that what you think about the topic and what it is and keep on asking such a questions before the beginning of the topic so students can curious about the topic.


--------->   Balaji sir has very good knowledge about the postcolonial studies. Postcolonial studies very hard, because to teach such a paper one must has the knowledge of the History, Orientalism, religions and geography of regions. Thus, Balaji sir has enough knowledge about different religions, regions, various books, philosophers, theorists etc. .


---------->   I liked the idea about the Net/Set preparation pattern in which Balaji sir gave a unique pattern that solved 8000 MCQ with proper way.

--------->  Sir also talk about the preparation that sir tell us to don't buy expansive books of literature this all material available on internet and read original text because in interview people ask about original points, concept and theory.

--------->.  he said that learn any other foreign language like Chinese, Japani, etc to make good business and earn money to one lakh. So, it was also a new ideas to be succeeded in life.
--------->  Use of Examples:

 Approach approach conflict (++)
 Approach avoidance conflict (+-)
 Avoidance avoidance conflict (--)

Sunday reading : Chimamanda Ngozi Adichie

Chimamanda Ngozi Adichie born on 15 September 1977) is a Nigerian novelist, writer of short stories, and nonfiction.

1) Talks on important of story / literature


                in 2008,adichie was awarded a macarthur genius grant. she was described in the times literary supplement as "the most prominent" of a " procession of critically acclaimed young Anglophone authors is succeeding in attracting a new generation of readers to Africa literature." her most recent book, dear ljeawele, or a feminist manifesto in fifteen suggestions, was published in march 2017. According to me chimamanda Adiche's speaking skills is wonderful and she speaks very clearly. in this vedio chimamanda adiche  talls the story of how she found her authentic cultural voice and warns that if we hear only a single story of about another person or country. she talks about many things like: character, novel, books, coutry, place, culture, nature, she talks about "the things fall apart" written by chinua achebe.



2) we should all be Feminist's:

Second video about the feminism . A very interesting talk on feminism that how society norms discriminate women from men. She gave many example of her life in which her primary incident about the class monitor was interesting. She talked  generally same thought that feminist used to talk  but I like most her thought that Culture not make people but people make culture, so we should change our ideology that we internalised. As a man we should respect women, there are many natural different between men and women in body organs but women have equal ability same as men. We make happier world in which men and women both are equal, we must raise our daughter and son in similar way. So, this about feminism is worth to listen.


3) Talk on importance of truth in Post -Truth Era

     Truth is more important .
     
• She shares her experience of lying in hospital in front of a doctor about her height.
• Another is about traffic.
• Develop a courage to speak truth...
• Again shares her experience. She was a great fan of some of the writer but she was not knowing the one name of his works.
• It's become hard to tell when we were not at best.
• Tells  importance of Harvard University. She considers them as a citizen leaders. But reminds them not to privileges over another but for the change.
• Get into the system, don't be satisfied of the success.
• Change the Media. Media must should be for truth. Not for profit or entertainment.
• Learn to say Don't know...
• Create the habit of  Self doubt...and self belief. 

28th Youth festival

Maharaja Krishnakumarsinhji Bhavnagar University celebrate 28th Youth festival on 26th 27th and 28th October in different  places.In this Youth Festival 's hosted by Takshashila institute of  commerce  and science collage.This started by Yuvarajsinhji Gohil  He and his mother and wife come in this celebration and start this programme.

In this Youth festival every college show own ability and art by their talent and give some of idea to do something different this events like singing,writing,dancing,drawing and acting play also.I was look some of events these i like it and thus I try to explain it in my words.

This programme performed different theater , and it divide 5 place and in this place's Manager and Co-Ordinate also present in and arrange PASS system.

   

1) Shree  Kalaguru  Dharamashi shah Theater First day performance  is in this theater. Group song is perform  there.

        

2)Shree Kiritsinhji gohil theater Act play perform there

   There are three one act play and every play take time 30 minutes,"Sikka ni  be baju",the theme was this play third gender. This defined  the Aristotle's poetry.It give idea about traditional way of play.This can give idea about perspective of  cultural studied  include of third gender society. The second is "Aur mujhe Fakr hai "this plays theme is nationalism it define terrorism violence honesty of soldier and suffering their family.Third one "Papan vache dariyo"this play give idea about life of fish man and his family.He don't come to home during this time what is his family situation this explain in this play.It play like a Robinson Crusoe and we look in this play feminism.

POETRY RECITATION :

       

       In this competition that when we comes that time they give subject and say to write suddenly. In this 20-25 student have take part in this Competition,and this subject like, 'The story of pen',feeling of jungle girl,song of rain and story of jungle girl describe this poem feeling Mara ghare aavo Mara ram story of SHABARI in the  Ramayana.Most of  them have write in Gujarati language and use different and high level words in Gujarati language,Only 2-3 student write good poem in 25 students.

   

    CLAY  MODELING :

                    In every art this art is beautiful and very famous in rural area.many student have take part in this art.But every model like old thus nobody new model in this art.

RANGOLI   :

        In our every function Rangoli is very famous and useful art in the world.There make Rangoli in traditional style with different colors.Some of use only color and flower and water color rope and many other thing use in this competition and try to became some thing good  and  show   their own ability.They draw different some of describe all religion, some of  draw like  FB ,google and etc.

PAINTING ,COLLAGE AND POSTER MAKING :

          Here many picture and poster it describe political, mobile ,and some modern idea.Every give different idea freedom fighter   and whats app's last update's idea describe picture,and man and insects picture.One make shurpankha's picture and it is very interesting.Some like and some do not like every have own choice.

Role of a Theacher and a learner

Teachers play vital roles in the lives of the students in their classrooms. Teachers are best known for the role of educating the students that are placed in their care. Beyond that, teachers serve many other roles in the classroom. Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role models, and listen and look for signs of trouble.

Teaching Knowledge

The most common role a teacher plays in the classroom is to teach knowledge to children. Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the students. Teachers teach in many ways including lectures, small group activities and hands-on learning activities.

Creating Classroom Environment

Teachers also play an important role in the classroom when it comes to the environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either positive or negative. If students sense the teacher is angry, students may react negatively to that and therefore learning can be impaired. Teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment she sets.

Role Modeling

Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This can be a positive or negative effect depending on the teacher. Teachers are there not only to teach the children, but also to love and care for them. Teachers are typically highly respected by people in the community and therefore become a role model to students and parents.

Mentoring

Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can have positive or negative effects on children. Mentoring is a way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning. Part of mentoring consists of listening to students. By taking time to listen to what students say, teachers impart to students a sense of ownership in the classroom. This helps build their confidence and helps them want to be successful.

Signs of Trouble

Another role played by teachers is a protector role. Teachers are taught to look for signs of trouble in the students. When students’ behaviors change or physical signs of abuse are noticed, teachers are required to look into the problem. Teachers must follow faculty procedures when it comes to following up on all signs of trouble




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The most important thing when engaging students in any role in school is to acknowledge their first duty: Learning. Their learning is paramount to being meaningfully involved throughout schools. Learning through meaningful student involvement should include: stated learning goals, meaningful action, and sustained, deep reflection.

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Following are a several roles students can have that can transform schools and education forever.

Roles for Students throughout the Education System
Students as Facilitators. Knowledge comes from study, experience, and reflection. Engaging students as learning guides and facilitators helps reinforce their commitment to learning and the subject they are teaching; it can also engage both young and older learners in exciting ways.
Students as Researchers. Identifying issues, surveying interests, analyzing findings, and developing projects in response are all powerful avenues for Student Voice.
Students as Planners. Planning includes program design, event planning, curriculum development, and hiring staff. Students planning activities can lend validity, creativity, and applicability to abstract concepts and broad outcomes.
Students as Organizers. Community organizing happens when leaders bring together everyone in a community in a role that fosters social change. Students community organizers focus on issues that affect themselves and their communities; they rally their peers, families, and community members for action.
Students as Advocates. When students stand for their beliefs and understand the impact of their voices, they can represent their families and communities with pride, courage, and ability.
Students as Evaluators. Assessing and evaluating the effects of programs, classes, activities, and projects can promote Student Voice in powerful ways. Students can learn that their opinions are important, and their experiences are valid indicators of success.
Students as Experts. Envisioning roles for students to teach students is relatively easy; seeing new roles for students to teach adults is more challenging. Students specialists bring expert knowledge about particular subjects to programs and organizations, enriching everyone’s ability to be more effective.
Students as Advisors. When students advise adults they provide genuine knowledge, wisdom, and ideas to each other, adults, schools, and education agencies, and other locations and activities that affect them and their world at large.
Students as Designers. Students participate in creating intentional, strategic plans for an array of activities, including curriculum, building construction, students and community programs, and more.
Students as Teachers. Facilitating learning for themselves, other students and educators, other adults in schools, or adults throughout our schools can be teachers of small and large groups in all kinds of topics. [Examples]
Students as Grant-makers. Students can identify funding, distribute grants, evaluate effectiveness, and conduct other parts of the process involved in grant-making.
Students as Lobbyists. Influencing policy-makers, legislators, politicians, and the people who work for them are among the activities for students as lobbyists.
Students as Trainers. When they train adults, students, children, and others, youth can share their wisdom, ideas, knowledge, attitudes, actions, and processes in order to guide programs, nurture organization and community cultures, and change the world.
Students as Politicians. Running for political office at the community, city, county, or state levels, students can be politicians in a variety of positions. In some places, they can run for school boards or as education trustees too.
Students as Recruiters. Students building excitement, sharing motivation, or otherwise helping their peers and other people to get involved, create change, or make all sorts of things happen throughout schools and the entire education system.
Students as Social entrepreneurs. When students recognize a social problem, they can use entrepreneurial principles to organize, create, and manage a venture to make schools and their communities change.
Students as Paid staff. When schools hire students, they can be staff members in schools and throughout the education system. They can fulfill many roles on this list in paid positions.
Students as Mentors. Mentoring is a non-hierarchical relationship between students and adults, adults and students, or among students themselves, that helps facilitate learning and guidance for each participant.
Students as Decision-Makers. Making rules in classrooms is not the only way to engage students in decision-making. Participating in formal and informal decision-making, students can be school board members, education committee members, and in many different roles throughout schools.
Students as Activity Leaders. As activity leaders in schools and education agencies, students can facilitate, teach, guide, direct, and otherwise lead youth, adults, and children in a variety of ways.
Students as Policy-Makers. When they research, plan, write, and evaluate education rules, regulations, laws, and other policies, students as policy-makers can enrich, substantiate, enliven, and impact the outcomes of policies and schools in many ways.

Example :-

movie review of mourning becomes Electra

Mourning Becomes Electra
Eugene O'Neill's post-Civil War version of the ancient Greek classic was at best 'good for those who like that sort of thing'. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O'Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.

Eugene O’Neill’s post-Civil War version of the ancient Greek classic was at best ‘good for those who like that sort of thing’. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O’Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.

Unfortunately, the picture # although still laden with tense drama # lacks much of the impact of the play. The five-hour play (plus an hour’s intermission for dinner) seemed less long than the 2 hours and 53 minutes of picture, which is run without intermission.

Nichols, who produced, directed and wrote the adaptation for the screen, will rate a bow from the O’Neill lovers in that he has made no compromises. The picture is every bit as unrelenting in its detailing of family tragedy, brought on by the warping effect of Puritan conscience in conflict with human emotion, as was the play. Even the distorted Oedipus relationships are unflaggingly handled. Never is there concession to a smile or other relaxation from the hammering tragedy of murder, self-destruction and twisted, dramatic emotionalism. The legend has been set down in almost modern surroundings and given the locale and speech, the morals and manners of Civil War New England.

Performances are uniformly good, although they never rise beyond the drama that is inherent in the situations themselves. Too often the emoting consists of Rosalind Russell, and Michael Redgrave popping their eyes. Outstanding are Raymond Massey and Henry Hull, the latter in the secondary role of an aged retainer.

1947: Nominations: Best Actor (Michael Redgrave), Actress (Rosalind Russell)

Mourning Becomes Electra

PRODUCTION: RKO. Director Dudley Nichols; Producer Dudley Nichols; Screenplay Dudley Nichols; Camera George Barnes; Editor Roland Gross, Chandler House; Music Richard Hageman; Art Director Albert S. D'Agostino

CREW: (Color) Available on VHS, DVD. Extract of a review from 1947. Running time: 173 MIN.

WITH: Rosalind Russell Michael Redgrave Raymond Massey Katina Paxinou Leo Genn Kirk Douglas

The Homecoming
It is late spring afternoon in front of the Mannon house. The master of the house, Brigadier-General Ezra Mannon, is soon to return from war.

Lavinia, Ezra's severe daughter, has just come, like her mother Christine, from a trip to New York. Seth, the gardener, takes the anguished girl aside. He needs to warn her against her would-be beau, Captain Brant. Before Seth can continue, however, Lavinia's suitor Peter and his sister Hazel, arrive. Lavinia stiffens. If Peter is proposing to her again, he must realize that she cannot marry anyone because Father needs her.

Lavinia asks Seth to resume his story. Seth asks if she has not noticed that Brant looks just like her all the other male Mannons. He believes that Brant is the child of David Mannon and Marie Brantôme, a Canuck nurse, a couple expelled from the house for fear of public disgrace.

Suddenly Brant himself enters from the drive. Calculatingly Lavinia derides the memory of Brant's mother. Brant explodes and reveals his heritage. Lavinia's grandfather loved his mother and jealously cast his brother out of the family. Brant has sworn vengeance.

A moment later, Lavinia appears inside her father's study. Christine enters indignantly, wondering why Lavinia has summoned her. Lavinia reveals that she followed her to New York and saw her kissing Brant. Christine defiantly tells Lavinia that she has long hated Ezra and that Lavinia was born of her disgust. She loves her brother Orin because he always seemed hers alone.

Lavinia coldly explains that she intends to keep her mother's secret for Ezra's sake. Christine must only promise to never see Brant again. Laughingly Christine accuses her daughter of wanting Brant herself. Lavinia has always schemed to steal her place. Christine agrees to Lavinia's terms. Later she proposes to Brant that they poison Ezra and attribute his death to his heart trouble.

One week later, Lavinia stands stiffly at the top of the front stairs with Christine. Suddenly Ezra enters and stops stiffly before his house. Lavinia rushes forward and embraces him.

Once she and Ezra alone, Christine assures her that he has nothing to suspect with regards to Brant. Ezra impulsively kisses her hand. The war has made him realize that they must overcome the wall between them. Calculatingly Christine assures him that all is well. They kiss.

Toward daybreak in Ezra's bedroom, Christine slips out from the bed. Mannon's bitterly rebukes her. He knows the house is not his and that Christine awaits his death to be free. Christine deliberately taunts that she has indeed become Brant's mistress. Mannon rises in fury, threatening her murder, and then falls back in agony, begging for his medicine. Christine retrieves a box from her room and gives him the poison.

Mannon realizes her treachery and calls Lavinia for help. Lavinia rushes to her father. With his dying effort, Ezra indicts his wife: "She's guilty—not medicine!" he gasps and then dies. Her strength gone, Christine collapses in a faint.

The Hunted
Peter, Lavinia, and Orin arrive at the house. Orin disappointedly complains of Christine's absence. He jealously asks Lavinia about what she wrote him regarding Brant. Lavinia warns him against believing Christine's lies.

Suddenly Christine hurries out, reproaching Peter for leaving Orin alone. Mother and son embrace jubilantly. Suspiciously Orin asks Christine about Brant. Christine explains that Lavinia has gone mad and begun to accuse her of the impossible. Orin sits at Christine's feet and recounts his wonderful dreams about her and the South Sea Islands. The Islands represented all the war was not: peace, warmth, and security, or Christina herself. Lavinia reappears and coldly calls Orin to see their father's body.

In the study, Orin tells Lavinia that Christine has already warned him of her madness. Calculatingly Lavinia insists that Orin certainly cannot let their mother's paramour escape. She proposes that they watch Christine until she goes to meet Brant herself. Orin agrees.

The night after Ezra's funeral, Brant's clipper ship appears at a wharf in East Boston. Christine meets Brant on the deck, and they retire to the cabin to speak in private. Lavinia and an enraged Orin listen from the deck. The lovers decide to flee east and seek out their Blessed Islands. Fearing the hour, they painffully bid each other farewell. When Brant returns, Orin shoots him and ransacks the room to make it seem that Brant has been robbed.

The following night Christine paces the drive before the Mannon house. Orin and Lavinia appear, revealing that they killed Brant. Christine collapses. Orin knees beside her pleadingly, promising that he will make her happy, that they can leave Lavinia at home and go abroad together. Lavinia orders Orin into the house. He obeys.

Christine glares at her daughter with savage hatred and marches into the house. Lavinia determinedly turns her back on the house, standing like a sentinel. A shot is heard from Ezra's study. Lavinia stammers: "It is justice!"

The Haunted
A year later, Lavinia and Orin return from their trip East. Lavinia's body has lost its military stiffness and she resembles her mother perfectly. Orin has grown dreadfully thin and bears the statue-like attitude of his father.

In the sitting room, Orin grimly remarks that Lavinia's has stolen Christine's soul. Death has set her free to become her. Peter enters from the rear and gasps, thinking he has seen Christine's ghost. Lavinia approaches him eagerly. Orin jealously mocks his sister, accusing her of becoming a true romantic during their time in the Islands.

A month later, Orin works intently at a manuscript in the Mannon study. Lavinia knocks sharply at the locked door. With forced casualness, she asks Peter what he is doing. Orin insists that they must atone for Mother's death. As the last male Mannon, he has written a history of the family crimes, from Abe's onward. Lavinia is the most interesting criminal of all. She only became pretty like Mother on Brant's Islands, with the natives staring at her with desire.

When Orin accuses her of sleeping with one of them, she assumes Christine's taunting voice. Reacting like Ezra, Orin grasps his sister's throat, threatening her murder. He has taken Father's place and she Mother's.

A moment later, Hazel and Peter appear in the sitting room. Orin enters, insisting that he see Hazel alone. He gives her a sealed envelope, enjoining her to keep it safe from his sister. She should only open it if something happens to him or if Lavinia tries to marry Peter. Lavinia enters from the hall. Hazel moves to leave, trying to keep Orin's envelope hidden behind her back. Rushing to Orin, Lavinia beseeches him to make her surrender it. Orin complies.

Orin tells his sister she can never see Peter again. A "distorted look of desire" comes into his face. Lavinia stares at him in horror, saying, "For God's sake—! No! You're insane! You can't mean—!" Lavinia wishes his death. Startled, Orin realizes that his death would be another act of justice. Mother is speaking through Lavinia.

Peter appears in the doorway. Unnaturally casual, Orin remarks that he was about to go clean his pistol and exits. Lavinia throws herself into Peter's arms. A muffled shot is heard.

Three days later, Lavinia appears dressed in deep mourning. A resolute Hazel arrives and insists that Lavinia not marry Peter. The Mannon secrets will prevent their happiness. She already has told Peter of Orin's envelope.


Peter arrives, and the pair pledges their love anew. Started by the bitterness in his voice, Lavinia desperately flings herself into his arms crying, "Take me, Adam!" Horrified, Lavinia orders Peter home.

Lavinia cackles that she is bound to the Mannon dead. Since there is no one left to punish her, she must punish herself—she must entomb herself in the house with the ancestors.

Thinking activity on Robert Frost poem the design

Robert Frost and Design

Design is a fourteen line sonnet which explores the notion that nature and the whole universe is designed by a malevolent intelligence. It is based on the everyday observation of a spider on a flower holding up a dead moth but essentially the poem is playing around with theological argument.

"And God saw everything that he had made, and behold, it was very good."


From a simple first person scenario the poem moves into more complex narrative, using paradox and allusion and other devices, before ending up with a sestet of puzzling questions.

In typical fashion Robert Frost crafts his poem with technical ingenuity and ambiguity, leaving the reader to work out the answers to a series of questions that defy concrete conclusions. Irony lurks as always, and there are some fascinating shifts of rhythm and rhyme.
Frost's first attempt at this poem came in 1912 and he titled it In White. This first draught was altered ten years later when it was first published as Design (American Poetry 1922: A Miscellany), the definitive version appearing in a collected volume, A Further Range, in 1936.

It was whilst teaching his New Hampshire students metaphysics in 1912 that Frost came across the ideas of William James, a well known psychologist, in his book Pragmatism, which deals with the nature and application of truth. In Lecture 3 there is a fascinating paragraph directly related to Frost's poem:

The mere word 'design' by itself has, we see, no consequences and explains nothing. It is the barrenest of principles. The old question of whether there is design is idle. The real question is what is the world, whether or not it have a designer -and that can be revealed only by the study of all nature's particulars.

So, it is possible to imagine Frost the poet going out one day and observing the spider with the moth on the flower and being inspired to create his sonnet, having had inspiration from the writings of William James.

Design is often seen as Frost's dark response to the classical argument from design, the argument for an intelligent benevolent God. This is why some teachers shy away from this powerful poem, believing it to be a construct against the existence of this good God. My


Further Analysis
Design does ask some profound questions about the nature of the universe, whether or not it is godless - or if there is an omnipotent intelligence why design darkness into the fabric of life?

This sonnet starts off innocently enough, the steady iambic rhythm, familiar and safe, taking the first person speaker outdoors, where a slightly unusual spider is discovered on a wild flower, called a heal-all.

The spider has probably just eaten. It's fat, well fed, dimpled like a baby, and sits on a flower - white against white.

White is highly significant in this poem because it is mentioned several times. It is a symbol of purity and innocence and is often associated with angelic beings in the bible.
And the flower is aptly named. It is a panacea for many different ills in herbal medicine so the fact that the spider is sitting on this plant suggests there is a benevolent relationship between the two?

Hardly. The poet is being ironic, choosing white to contrast deeply with the dark business of the hunting and devouring spider, in cahoots with the ironically named heal-all.
The moth is a prize being held high by the spider, like a piece of rigid satin cloth. This implies that the cloth has been ripped, a parallel with the death veils that cover the dead in a casket or coffin, now raised like a flag.

The predator is victorious, the image becoming a little sinister - from the initial innocence fear is creeping in. And this fear mixes with surrealism in the fifth line, an echo of a breakfast commercial coming through as the three 'ingredients' are likened to a broth, no ordinary broth it turns out.

In Shakespeare's Macbeth the three witches appear in the first scene, and taunt the leading protagonist with their hubble bubble toil and trouble chants. They eventually forecast his downfall, undermining the concept of freewill, implying that there is some grand design behind all life.
The last two lines of the octet describe in rather playful terms what these special ingredients are - so the spider is a snow-drop, the flower a froth (a foam which was supposedly dropped on plants by the moon) and the moth's wings a paper kite.

Online or offline

Online or offline



तू भी ओनलाइन हे ओर में भी ओनलाइन हूं।
बस बातें नही है रही ।
 न जाने क्यूं तू चुप है।
ऐ केसी नाराज गी है ।
तो फिर क्या फ़ाई दा ओनलाइन रेह ने का।
जो तू जे बात ही नहीं कर नी तो।
न जाने क्यूं तुज क्या हुआ है।
क्यू तू पास हो कर भी दूर हो।
क्यू मूजे ही हर बार एमएसजी कर ना पड़ ता है।
जो तू एमएसजी करे गि तो तेरा अभिमान नहीं टूट जाएं गा।
क्यू मजे ही इंतजार करना पड़ता है तेरा।
क्या तू भी मेरे एमएसजी का इंतजार कर रही है।
तो फ़िर तेरा मेरा ओनलाइन रे हने का क्या फायदा " सनम" ।
बस तेरा ओनलाइन देख कर ही खुश है।
पर ई ख़ुशी और भी बढ़ जाती जो तेरा एमएसजी आ जाता।
सुनो री सखी क्या कर रही हो।
तेरे एमएसजी के इंतजार में ओनलाइन होते होते थक चुका हूं।
आब मजे ऑफलाइन कर दे।
सरीफ एक एमएसजी की तो बात है।
सुनो री सखी ई इंतजार बहुत हूं आ।

इसी लिए माही के गए नहीं रही ओनलाइन ओर नहीं ऑफलाइन।
करो इंतजार सखी के ऑन होने कारी उन के ऑन होते - होते सयाद में ऑफ न हो जावू।

रोशनी के संग

के से तेरा शुक्रिया करू, ओ रोसनी।
आज तुने मुजे पूरा कर दिया।
जो कामी थी , वो तूने पूरी की रोशनी।
मुजे उजाला दे कर , खुद अंधेरों में चली गई।
ओ रोशनी , वापस आज तेरे बीन जिंदगी अधूरी सी है।
वापा मुजे मेरी रोशनी से मिला दो कोयी।
तू वापस आज , अब अंधेरों से डर लगता है।
न जाने क्यूं अब अपने आप को देखे नहीं पता।
यार्र वापस आजा ओ

रोशनी ने उजालों से मिला दीया।
तेरा शुक्रिया के से करू तेरा।
तेरे आने से मेरा अंधेरा दूर कर दिया ।
केस शुक्रिया करू तेरा।
माफ़ कर दे यारा में वो खुशी न दे सका ।
तेरी ख़ुशी के बदले तुजे दुख ही दीया।
माफ़ कर दे यारा।
पर तू वापस आजा मेरी रोशनी ।
तेरे जाने से जे से रात- दिन में कोय फर्क ही नहीं ।
आजा वापस एक बार फिर से वही मील ते है जहा।
पहली बार मिले थे ।
फिर से एक बार मील जा वही मोड़ पे जहा मीले थे।
आजा फिर से वेसे ही बात कर ते हे जैसे ,
पहली बार बात की थी।
फिर वैसे ही वापस मिल ते हे जैसे पहली बार मिले थे।
तेरी रोशनी के बिना में अधूरा हूं।
वापा स मील जा वैसे ही जैसे चांद को रात का इंतजार रहे ता है।
वे से ही मील जा वापस यारा।
तेरा बिना जिंदगी जे से रेगिस्तान में प्यासे को पानी वैसे तेरे बिना जिंदगी आधुरी है।

इसी लिए "माही" के गए सुनो री रोशनी ।
आवो री रोशनी वापस एक हो जाय ।